Aprendizaje comunitario en sostenibilidad: factores clave para su implementación desde experiencias educativas en España
Resumen
En las últimas décadas han surgido diversas metodologías activas consideradas fundamentales para promover aprendizajes en sostenibilidad en el alumnado, fomentando su participación y conexión con el entorno. Entre ellas, el aprendizaje comunitario se concibe como una estrategia pedagógica destinada a fortalecer el compromiso con la sostenibilidad y la acción colectiva, impulsando la colaboración entre centros educativos y agentes comunitarios.
Este artículo presenta una investigación cualitativa realizada en España, basada en entrevistas a 16 líderes de 14 proyectos de aprendizaje comunitario en sostenibilidad. El objetivo fue identificar los factores clave que influyen en la implementación y desarrollo de estos proyectos, analizando facilitadores, obstáculos, retos y oportunidades desde las experiencias y perspectivas de sus impulsores/as.
Los resultados revelan cuatro grupos de facilitadores: institucionales y organizativos, humanos y comunitarios, pedagógicos y vinculados al impacto. Destacan el apoyo político y técnico de las administraciones, la creación de redes y alianzas estratégicas, la financiación estable y la motivación del profesorado y de la comunidad educativa. Los obstáculos se asocian a limitaciones organizativas y estructurales (rigidez de calendarios, burocracia, sobrecarga docente), la falta de recursos financieros y formativos y los cambios políticos que condicionan la viabilidad de los proyectos. Los principales retos se relacionan con garantizar la continuidad e impacto y fortalecer la coordinación interinstitucional.
El estudio concluye que el aprendizaje comunitario en sostenibilidad contribuye al desarrollo profesional docente, a la agencia del alumnado y al desarrollo de competencias ciudadanas orientadas a la transformación socioambiental. Asimismo, evidencia su potencial para empoderar al alumnado en la acción climática. La principal limitación radica en el carácter acotado y contextual de los proyectos analizados. De cara al futuro, se apuntan líneas de trabajo vinculadas al fortalecimiento de modelos de gobernanza intersectorial y enfoques integrales como el whole school approach, así como a la dimensión intergeneracional y la promoción de procesos participativos inclusivos.
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Ardoin, N. M., Bowers, A.W., & Wheaton, M. (2023). Leveraging collective action and environmental literacy to address complex sustainability challenges. Ambio, 52, 30–44. https://doi.org/10.1007/s13280-022-01764-6
Ardoin, N. M., Castrechini, S., & Hofstedt, M. K. (2014). Youth–community–university partnerships and sense of place: Two case studies of youth participatory action research. Children’s Geographies, 12(4), 479–496. https://doi.org/10.1080/14733285.2013.827872
Ardoin, N. M., Gould, R. K., Wojcik, D., Roth, N. W., & Biggar, M. (2022b). Community listening sessions: An approach for facilitating collective reflection on environmental learning and behavior in everyday life. Ecosystems and People, 18(1), 469–477. https://doi.org/10.1080/26395916.2022.2101531
Banegas-Pichastor, M., & Chalmeta, R. (2025). Metodologías activas, sostenibilidad y objetivos de desarrollo sostenible. Etic@net. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 25(1), 158–184. https://doi.org/10.30827/eticanet.v25i1.32696
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Cebrián, G., Junyent, M., & Mulà, I. (2020). Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability, 12(2), 579–587. https://doi.org/10.3390/su12020579
Chen, S.-Y., & Liu, S.-Y. (2020). Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research. Sustainability, 12(4), 1374. https://doi.org/10.3390/su12041374
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Creswell, J. W. (2007). Qualitative Inquiry and Research Design. Choosing Among Five Approaches (2nd ed.). Sage.
Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The Discipline and Practice of Qualitative Research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 1–20). Sage.
Dewey, J. (1923). Social purposes in education. General Science Quarterly, 7(2). https://doi.org/10.1002/sce.3730070201
Díaz-Romanillos, E. (2024). Reimaginando la educación ambiental en la era del Antropoceno: una reflexión ética. Teoría De La Educación. Revista Interuniversitaria, 36(2), 59–78. https://doi.org/10.14201/teri.31794
Duarte, R., Escario, J. J., & Sanagustin, M. V. (2017). The influence of the family, the school, and the group on the environmental attitudes of European students. Environmental Education Research, 23(1), 23–42. https://doi.org/10.1080/13504622.2015.1074660
Evans, C. E., Christian, M. S., Cleghorn, C. L., Greenwood, D. C., & Cade, J. E. (2012). Systematic review and meta-analysis of school-based interventions to improve daily fruit and vegetable intake in children aged 5 to 12 y. The American Journal of Clinical Nutrition, 96(4), 889–901. https://doi.org/10.3945/ajcn.111.030270
Finnegan, W. (2023). Educating for hope and action competence: A study of secondary school students and teachers in England. Environmental Education Research, 29(11), 1617–1636. https://doi.org/10.1080/13504622.2022.2120963
Flowers, R., & Chodkiewicz, A. (2009). Local Communities and Schools Tackling Sustainability and Climate Change. Australian Journal of Environmental Education, 25, 71–81. https://www.jstor.org/stable/44656568
Gruenewald, D. A. (2003). Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education. American Educational Research Journal, 40(3), 619–654. https://doi.org/10.3102/00028312040003619
Hamilton, E., & Marckini-Polk, L. (2023). The impact of place-based education on middle school students’ environmental literacy and stewardship. Cogent Education, 10(1), 2163789. https://doi.org/10.1080/2331186X.2022.2163789
Hargis, K., McKenzie, M., & LeVert Chiasson, I. (2021). A Whole Institution Approach to Climate Change Education. Preparing School Systems to be Climate Proactive. In R. Iyengar & C. Kwauk (Eds.), Curriculum and learning for climate action (pp. 43–66). Brill. https://doi.org/10.1163/9789004471818_004
Hayes, T., Walker, C., Parsons, K., Arya, D., Bowman, B., Germaine, C., Lock, R., Langford, S., Peacock, S., & Thew, H. (2023). In it together! Cultivating space for intergenerational dialogue, empathy and hope in a climate of uncertainty. Children’s Geographies, 21(5), 803–818. https://doi.org/10.1080/14733285.2022.2121915
Hollstein, M. S., & Smith, G. A. (2020). Civic environmentalism: Integrating social studies and environmental education through curricular models. Journal of Social Studies Education Research, 11(2), 223–250. https://jsser.org/index.php/jsser/article/view/1606/457
Holst, J., Grund, J., & Brock, A. (2024). Whole Institution Approach: Measurable and highly effective in empowering learners and educators for sustainability. Sustainability Science, 19, 1359–1376. https://doi.org/10.1007/s11625-024-01506-5
King, A. C., Odunitan Wayas, F. A., Chaudhury, M., Rubio, M. A., Baiocchi, M., Kolbe Alexander, T., & Gardiner, P. A. (2021). Community Based Approaches to Reducing Health Inequities and Fostering Environmental Justice through Global Youth Engaged Citizen Science. International Journal of Environmental Research and Public Health, 18(3), 892. https://doi.org/10.3390/ijerph18030892
Kolenatý, M., & Cincera, J. (2025). Students’ Leadership Is the Key: Using the Action-Oriented ESD Framework for Analysing an ESD Programme Implementation. Australian Journal of Environmental Education, 41(4), 933–953. https://doi.org/10.1017/aee.2025.26
Macintyre, T., Tilbury, D., & Wals, A. (2024). Education and learning for sustainable futures: 50 years of learning for environment and change. Routledge.
Mogren, A., & Gericke, N. (2019). School Leaders’ Experiences of Implementing Education for Sustainable Development - Anchoring the Transformative Perspective. Sustainability, 11(12), 3343. https://doi.org/10.3390/su11123343
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
Mulà, I., & Tilbury, D. (2023). Formación docente para la sostenibilidad: práctica actual y desafíos pendientes. AIEM – Avances de Investigación en Educación Matemática, 23, 5–18. https://doi.org/10.35763/aiem23.5414
Ngobeni, S. (2024). Establishing sustainable school community partnerships: Strategies for school management teams. International Journal of Leadership in Education, 1–20. https://doi.org/10.1080/13603124.2024.2369987
Noguchi, F., Guevara, J. R., & Yorozu, R. (2015). Communities in Action: Lifelong Learning for Sustainable Development. UNESCO Institute for Lifelong Learning. https://unesdoc.unesco.org/ark:/48223/pf0000234185
Oe, H., Yamaoka, Y., & Ochiai, H. (2022). A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework. International Journal of Environmental Research and Public Health, 19(6), 3528. https://doi.org/10.3390/ijerph19063528
Ongon, S., Wongchantra, P., & Bunnaen, W. (2021). The Effect of Integrated Instructional Activities of Environmental Education by Using Community Based Learning and Active Learning. Journal of Curriculum and Teaching, 10(2), 42–57. https://doi.org/10.5430/jct.v10n2p42
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